| dc.description.abstract | Universal Design for Learning (UDL) is a promising approach of differentiating instruction to meet the needs of all students. While differentiation is not unique to special educators, it is an expectation of the profession that special educators know
ways to differentiate instruction to meet the needs of diverse learners. Furthermore, as more practicing educators seek out online education opportunities offered by teacher education programs, it is beneficial that instructors understand how these
participants interpret what they learn and translate it into practice. This article focuses on a case study of the experiences of five special educators who participated in a hybrid graduate course using UDL concepts. The case study design utilized
interviews, observation, and course products. Inductive data analysis uncovered three emerging themes that corresponded to the participants’ perception and practice of UDL. | |
